scholarly journals The Effects of Academic Advising on Juniors and Seniors of English Department at Balkh University

2021 ◽  
Vol 8 (3) ◽  
pp. 7
Author(s):  
Sayed Mustafa Zewary
Keyword(s):  
General Education ◽  
Academic Advising ◽  
Educational Outcomes ◽  
Academic Development ◽  
English Department ◽  
Academic Advisors ◽  
Course Selection ◽  
Career Plans ◽  
Long Run ◽  
Students Success

Academic advising is the process between the students and academic advisors who exploring the value of a general education, reviewing the services and policies of the institution, discussing educational and career plans to make appropriate course selection goals for their students. Some studies have been conducted on academic advising and its effects on students’ academic development. Therefore, the present paper is an attempt to contribute the previous studies by presenting the factors that academic advising has an impact on students’ academic development. Thus, this paper will explore whether academic advising is efficient to the students or not. For this purpose, previous studies were reviewed, and the questionnaire was shaped. The participants were selected randomly who are the juniors and seniors (61% females and 39% males) of English Department at Balkh University. In the long run, the analysed data revealed that the functions of academic advising have impact on students’, success, development, educational outcomes, students’ satisfactions and students’ retention.

scholarly journals ACADEMIC ADVISORS’ PERCEPTIONS OF ACADEMIC ADVISING IN PUBLIC UNIVERSITIES OF MALAYSIA

2018 ◽  
Vol 2 (2) ◽  
pp. 34
Author(s):  
Nguyen Thuy Van ◽  
Hamdan Said
Keyword(s):  
Career Development ◽  
Social Development ◽  
Academic Advising ◽  
Student Development ◽  
Personal Development ◽  
Public Universities ◽  
Academic Development ◽  
Academic Advisors ◽  
Interview Session ◽  
Analysis Strategy

Abstract: This study explored academic advisors’ perceptions toward academic advising implemented at public universities of Malaysia. Using a qualitative research design with cross-site analysis strategy approach, interviews were conducted with eight academic advisors from four Malaysian public universities. Each interview session was assisted by the interview protocol. The interview was recorded and transcribed verbatim. The qualitative data was analysed in the form of thematic analysis with the assistance of NVivo12. Several themes emerged from the initial analysis. Further analysis using several coding and themes revealed one advanced theme namely the outcomes of academic advising and four sub-themes related to student development: academic development, personal development, social development, and career development. This study found that academic development, personal development and career development were the first, second, and third themes most stated while the subtheme social development was hardly stated by the academic advisors when asked regarding their perceptions towards academic advising. The finding of this study implies that social development of students was not part of academic advising tasks of academic advisors from the perspective of Malaysian public universities.

scholarly journals Ties That Bind: Academic Advisors as Agents of Student Relationship Management

2016 ◽  
Vol 36 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Jörg Vianden
Keyword(s):  
College Students ◽  
Academic Advising ◽  
Critical Incident ◽  
Relationship Management ◽  
Critical Incident Technique ◽  
College Retention ◽  
Management Theory ◽  
Academic Advisors ◽  
Relationship Management Theory ◽  
Student Relationship

To affect college retention, academic advisors should act as agents of student relationship management by strengthening the connection between students and their institutions. Satisfaction and dissatisfaction with academic advising as perceived by 29 college students at 3 midwestern comprehensive institutions are described. Discussion is framed in the context of student relationship management theory and the critical incident technique. Recommendations for academic advising practice are offered.

Virtual Academic Advising in Challenging Times

2020 ◽  
pp. 184-196
Author(s):  
Georgina Argüello
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Academic Advising ◽  
Colleges And Universities ◽  
Academic Advisors ◽  
Education Students ◽  
Technology Tools ◽  
New Learning ◽  
Technology Applications ◽  
Definition Of

With the rapid shift to remote learning because of the pandemic, the academic advisors of colleges and universities had to adapt and change some of the ways they were advising the traditional higher education students. In this new normal, where social distance needs to be present and non-traditional education takes precedence in the learning environment, academic advisors had to rapidly adjust and use different technology tools of virtual advising. Over the past few years, colleges and universities that offer distance education programs have been struggling in engaging and retaining their non-traditional online learners. However, with the pandemic, these institutions may encounter the challenge of not only retaining the non-traditional students but also, the new distance learners. Therefore, academic advisors will need to use creative ways of providing advising services in this new learning environment. Many studies have demonstrated that virtual advising has been helpful to aid the distance education students. Virtual advising uses different technology applications and platforms. Using it correctly can help students and advisors with the registration cycles and with any other concerns the students may have. In this chapter, the author explains academic advising and the role of an advisor, the definition of virtual advising, the importance of combining the different approaches of academic advising into virtual advising, and the different technology tools that can assist academic advisors when doing their job of supporting the students in the new learning environment.

The Role of Professional Academic Advisors in Curriculum Development Grants

1990 ◽  
Vol 10 (1) ◽  
pp. 30-34
Author(s):  
Martha McMillian ◽  
William A. Ivy
Keyword(s):  
Curriculum Development ◽  
Career Counseling ◽  
Academic Advising ◽  
National Science Foundation Grant ◽  
Academic Advisors ◽  
Orientation Course ◽  
And Mathematics ◽  
Science And Mathematics Teachers

Academic advisors can make important contributions in implementing curriculum development grants received by universities. Presented in case study form is the advising and orientation plan developed for a National Science Foundation grant to prepare future science and mathematics teachers. This plan discusses comprehensive recruitment strategies, a specially designed orientation course, off-campus retreats and field experiences, and academic advising and career counseling. The plan fostered a sense of community among students and faculty, as well as a commitment to the project. This contributed to the success of the project and could contribute to similar grants as well.

Solution-Focused Advising with the Undecided Student

2002 ◽  
Vol 22 (1) ◽  
pp. 76-84 ◽  
Author(s):  
Jennifer Mayhall ◽  
James E. Burg
Keyword(s):  
Academic Advising ◽  
Goal Achievement ◽  
Academic Advisors ◽  
Definition Of ◽  
Solution Focused ◽  
Solution Focused Therapy

Solution-focused advising integrates solution-focused therapy with academic advising. Solution-focused therapy is apsychotherapeutic method that emphasizes the importance of strengths and goal achievement overpathology. The model is based on the positive presuppositions that change is always occurring and that clients can promote change through small steps from a perceived problem toward a goal. Academic advisors can apply solution-focused therapy to students who are undecided about a career major. A definition of an undecided student is presented as well as case samples that demonstrate solution-focused techniques in advising.

Increasing Voluntary Student-Advisor Contacts

1998 ◽  
Vol 18 (1) ◽  
pp. 54-57 ◽  
Author(s):  
Carolyn A. Schnell
Keyword(s):  
North Dakota ◽  
Academic Advising ◽  
Student Participation ◽  
First Year ◽  
Academic Advisors ◽  
State University ◽  
Student Advisor ◽  
North Dakota State University ◽  
First Year Seminar

This study examines a method for increasing voluntary student participation in the academic advising process. During a first-year seminar required of all students entering North Dakota State University, advisor contacts were measured for students whose course instructors served as their academic advisors and compared them with those of students assigned to other advisors. Results indicated that students whose instructors also served as their academic advisors voluntar­ily attended advising sessions significantly more often than those who were assigned to advisors with whom they were unfamiliar.

Differences in Characteristics Preferred by College Students for Academic Advisors, Vocational Counselors, and Psychotherapists: A Preliminary Report

1982 ◽  
Vol 54 (1) ◽  
pp. 29-30 ◽  
Author(s):  
John W. Somervill ◽  
Francisco X. Barrios ◽  
Richard M. Fleming ◽  
Todd C. Reiher ◽  
Nancy L. Fish
Keyword(s):  
College Students ◽  
Academic Advising ◽  
Preliminary Report ◽  
Vocational Counseling ◽  
Academic Advisors ◽  
Academic Advisor ◽  
Male Experimenter ◽  
Female Subjects

144 college students rated an academic advisor, a vocational counselor, or a psychotherapist on 10 characteristics and subsequently rated each of the three types of counseling situations on how “personal” they perceived each to be. Sex of experimenter and sex of subject were varied systematically. Female subjects when tested by a male experimenter preferred a psychotherapist be more religious than an academic advisor or vocational counselor. Subjects viewed psychotherapy as a more personal situation than academic advising or vocational counseling.

scholarly journals WHAT CONTRIBUTES TO STUDENTS’ SUCCESS IN LEARNING TO SPEAK ENGLISH

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Sartika Sartika ◽  
Amin Muhammad
Keyword(s):  
External Factors ◽  
English Department ◽  
Research Subjects ◽  
Structured Interviews ◽  
Internal Factors ◽  
School Condition ◽  
Internal And External Factors ◽  
Students Success ◽  
Academic Year

This study deals with speaking achievement of eighth semester students in English Department of one university in Nusa Tenggara Barat - Indonesia in academic year 2013/2014. The purpose of this study was to find out factors that help students succeed in learning speaking. The method of this research is qualitative research that focuses on case study. The subjects of this study were the eighth semester students who got an A in Speaking I, II and III subjects. Four students were recruited as the research subjects consisting of one female and three males. The data about the students were obtained from the academic databases in the English Department. In collecting the data, semi-structured interviews were conducted. The data, then, were analyzed through some stages namely transcribing data, reducing data, displaying data and drawing conclusion. The result of this study showed that factors contributing to students speaking achievement consist of internal and external factors. The internal factors include motivation and interests, while the external factors involve family, school condition and society.Keywords: success in learning, speaking, case study

scholarly journals In Their Own Words: Best Practices for Advising Millennial Students about Majors

2012 ◽  
Vol 32 (2) ◽  
pp. 26-35 ◽  
Author(s):  
Tamara Montag ◽  
Jill Campo ◽  
Julie Weissman ◽  
Angela Walmsley ◽  
Alex Snell
Keyword(s):  
Best Practices ◽  
Focus Groups ◽  
Academic Advising ◽  
Qualitative Data ◽  
Academic Advisors ◽  
Generational Theory ◽  
Major Selection ◽  
Millennial Students ◽  
Midwestern University ◽  
The Relationship

Utilizing generational theory, we explored the relationship between Millennial characteristics and students' major selection and academic advising experiences. We conducted focus groups of students with senior standing at a private, midwestern university, and we utilized a closed coding technique to analyze the qualitative data. Consistent with documented Millennial traits, participants expressed a sense of specialness as well as conventional motivation, optimism, and a need to feel protected. The findings suggest that academic advisors should acknowledge and at times accommodate these Millennial characteristics when working with students. More specifically, we suggest a split-model advising system as a way to optimize the advising experiences of Millennial students.

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